Cross-cultural argument interactions between Israeli-Jews and Palestinians     

Donald G. Ellis  Ifat Maoz 《Journal of Applied Communication Research》2002,30(3):181-194

This study examined the argument patterns that result when Israeli-Jews and Palestinians confront each other during group dialogues. We tested predictions derived from two theories. The first was a theory of cultural communication which predicted that Israeli-Jews and Palestinians would argue in a manner consistent with their respective cultural communication codes known as dugri and musayra respectively. Thus, the Israeli-Jews were expected to be assertive and the Palestinians more accommodating. The second theory was rooted in majority/minority power relations and predicted the opposite. The data were generated from reconciliation-based dialogue groups of Israeli-Jews and Palestinians. Communicative acts were coded according to the Conversational Argument Coding Scheme. Analysis of covariance was used to determine which patterns of argument distinguished the groups, and to identify variance attributable to lag sequences and individuals. The results were supportive of predictions from majority/minority power relations.  相似文献   

Input-Based Approaches to Teaching Grammar： A Review of Classroom-oriented Research     

Rod Ellis 《通化师范学院学报》2006,(1):38-41

INTRODUCTION There is now a substantial body of research that has investigated the role of form-focused instruction in assisting learners to learn the grammar of a second language (L2). Recent comprehensive surveys of this research have been provided by N. Ellis (1995), R. Ellis (1990; 1994; 1997), Larsen-Freeman and Long (1991), Long (1988), Spada (1997),  相似文献   

Television, Public Opinion and the War in Iraq: The Case of Britain     

Lewis  Justin 《Int. Journal of Public Opinion Research》2004,16(3):295-310

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Co-rumination and Immune Inflammatory Response in Healthy Young Adults: Associations with Interleukin-6 and C-Reactive Protein     

Justin P. Boren  Alice E. Veksler 《Communication Research Reports》2018,35(2):152-161

A rich literature exists reinforcing the notion that both perceived and received social support has stress ameliorating and protective benefits both psychologically and physiologically. However, recent literature suggests that excessive dyadic negative problem talk about an issue, a phenomenon labeled co-rumination, may reverse much of the beneficial effects of social support. Healthy young adults participated in a laboratory research study exploring the associations between co-rumination and immune system inflammatory response. Partial correlations indicated a positive association between co-rumination and C-reactive protein and a negative association between co-rumination and interleukin-6 after controlling for stress, anxiety, and temperature. Discussion focuses on the means by which co-rumination may lead to negative health outcomes.  相似文献   

Community College Counseling: Why Are Research Outcomes So Elusive?          下载免费PDF全文

Alan M. Schwitzer  Shana Pribesh  Amanda Ellis‐O'Quinn  Patricia B. Huber  Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95

This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings.  相似文献   

A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes     

Justin D. Lewin  Erin L. Vinson  MacKenzie R. Stetzer  Michelle K. Smith 《CBE life sciences education》2016,15(1)

At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty.  相似文献   

What Discourages Students from Engaging with Innovative Instructional Methods: Creating a Barrier Framework     

Donna E. Ellis 《Innovative Higher Education》2015,40(2):111-125

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Pulled over: how police stops define race and citizenship     

Justin Nix 《Journal of Criminal Justice Education》2017,28(1):151-153

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Integrating Social Media Into the Workplace: A Study of Shifting Technology Use Repertoires     

Justin A. Walden 《广播与电子媒介杂志》2016,60(2):347-363

Research indicates that people are increasingly spending time with social media and other information communication technology. However, scholars have not fully examined how employees as holistic media consumers utilize social media in multiple contexts. Through in-depth interviews (N = 29), this study demonstrates that even as social media are embedded in organizational media use routines, employees question this technology for 2 reasons: It distracts from tasks and threatens personal privacy. These concerns often, but not exclusively, relate to employee age and the amount of time they have worked for the company. The study concludes by arguing that social media’s arrival in the workplace may exacerbate tensions and problems that are associated with presence-creep and the distortion of the work-life balance.  相似文献   

How We Used to Build the Future: 30 Years of Collection Development Trends     

Betsy Appleton  Justin Clarke  Laurie Kaplan  Dani Roach  Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203

This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections.  相似文献